CHAPTER VIII. THEORY AND PRACTICE OF TEACHING. 1. Can you organize a school? How? 2. State what business you have with the directors before the commencement of the school. 3. State what your important duties are on the first day of school. 4. Should you try to make an impression upon your pupils the first day that you are the teacher? 5. Would you ask your pupils what they studied last term ? 6. Would you have an examination the first week? 7. Would you classify your pupils through examinations or from their standing the previous winter? 8. What do you mean by a normal classification? 9. Do you consider a proper classification essential? Why? 10. What advantages do we reap from proper classifications? 11. Would you attempt to grade your school? 12. What do you mean by a graded school? 13. How soon would you adopt a programme ? 14. Give the advantages of a programme. 15. From what principles would you construct a programme? (226) 16. What do you take as a basis for classification? 17. Would you choose the seats for your pupils? 18. What records would you keep of a week's work? 19. Ought teachers to keep records of their schools, and present them to the Board of Directors at close of term? 20. Give an outline as how you would keep school records. 21. How many rules would you establish the first day? 22. How would you secure order? Cleanliness? Industry? 23. Give your method of securing regular attendance. 24. How would you punish tardiness? 25. State the advantages of having as few classes as possible. 26. Would you have plans of school organization prior to the commencement of your school? 27. Would you adopt any general rules to effect a temporary organization? 28. Is it wise or otherwise for a teacher to ask a mischievous or vicious pupil to do a favor for him? 29. What plan have you for the prevention of whispering? 30. Would you strictly forbid whispering? Why? 31. How would you punish a large girl who has been obstinate, disobedient, and saucy? 32. How would you punish a large pupil who came to test your reins of government? 33. State for what offences you would inflict corporal pun ishment. 34. Should a knowledge of mental philosophy be required. of every teacher? Why? 35. Should a teacher be held responsible for the intellectual growth of his pupils? Why? 36. Should the teacher be responsible for the moral and religious training of his pupils? Why? 37. Distinguish between mind and intellect. 38. What do you mean by the divisions of the intellect? 39. Distinguish between capacity and susceptibility. 40. What is memory? Consciousness? Reason? 41. State your method of cultivating memory in the school room. 42. State what faculties are the earliest developed in the child. 43. What is the will? Judgment? Imagination? 44. Distinguish between recollection and memory. 45. What do we mean by observation? By the sensibilities? 46. Should the "pouring-in" process be ever exercised? 47. State your method of arousing and developing the faculties of the mind. 48. Give your method of holding the attention of your pupils. 49. Give your method of cultivating the power of association in your pupils. 50. Would you strive to cultivate the imagination of your pupils? 51. Give methods of cultivating the imagination; the taste. 52. What physical exercise would you have to accompany mental labor? 53. What should pupils be tanght outside of the text-book? 54. What punishments do you consider proper? What improper? 55. What can you say concerning recesses? 56. Give your opinion of the concert method of reciting. 57. Distinguish between telling and teaching. 58. Distinguish between teaching and instructing. 59. State the arguments for and against the system of meritmarks. 60. Would you resort to severe punishments in order that you may secure the preparation of lessons? Why? 61. What chief motives have successfully served you as incentives to study? 62. Is it right, expedient, and practical, to detain pupils after school to prepare or recite neglected lessons? 63. What is the ultimate object of school-government? |